Intercultural Learning in Modern Language Education

Kearney, Erin

doi:10.21832/9781783094684

Cited by 15 publications

(9 citation statements)

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“…The main problems in multicultural and multilingual education of the modern approaches were singled out by Erin Kearney (Kearney, 2015). They are:…”

Section: Resultsmentioning

confidence: 99%

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Innovative Approaches to Teaching and Learning English as Second and English as Foreign Language in Multilingual Education

Sabirova

Khanipova

2019

HSSR

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and English as a second language. In our research, we analyze the works by C. Brown, B. B. Kachru, A. Matsuda, J. Peterson, and others. Methodology: In our research, the following methods were used: historical and theoretical analysis of the materials of the American pedagogical and socio-political press; statistical bulletins on the quantity of multilingual school-aged children, statistical bulletins on the quantity and quality of educational programs for training teachers of English as a foreign language in the United States; analysis and synthesis of resources used. Results: The authors hold the idea of the variety of English’s and consider English as an international language. The effectiveness of education depends on the way teachers are trained. In this article, the authors analyze English as a second, English as a foreign language teacher training programs, identify similar and distinctive features of the contents, and demonstrate ways to modernize the system of training teachers of English in the United States. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Innovative approaches to teaching and learning English as Second and English as Foreign Language in Multilingual Education is presented in a comprehensive and complete manner.

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“…The main problems in multicultural and multilingual education of the modern approaches were singled out by Erin Kearney (Kearney, 2015). They are:…”

Section: Resultsmentioning

confidence: 99%

“…The teacher is always ready to improve his/her knowledge. According to W. Renandya, the teacher should teach students not only knowledge of the language, skills and ability to communicate in English, but also love, tolerance, respect for the cultural values of the studied language and native speakers (Kearney, 2015).…”

Section: Discussionmentioning

confidence: 99%

Innovative Approaches to Teaching and Learning English as Second and English as Foreign Language in Multilingual Education

Sabirova

Khanipova

2019

HSSR

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“…Brandenburg et al (2017) explored core practices in social justice, suggesting the practice of challenging the textbook, in which students and teachers discuss the topics presented in the textbooks but critically question the content so as to prevent learners from perpetuating the stereotypes and rigid views usually promoted in social justice courses. In the field of ESL/EFL learning, Kearney (2015) investigated how two high-performing language teachers implemented the practice of leading an open-ended discussion by providing a tool to guide student preparation and participation, previewing relevant structures and terminology, and drawing attention to symbolic forms to successfully lead open discussions. Framed in practice-based research, intercultural teaching practices in this study refer to the recurrent and habitual pedagogical procedures teachers use to teach for interculturality in their day-to-day teaching practices (Lampert et al, 2013).…”

Section: Core Practicesmentioning

confidence: 99%

Intercultural teaching practices in the EFL classroom: The case of non‐elite communities

Sagre,

Machado,

Zumaquè

2023

TESOL Journal

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Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non‐elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID‐19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID‐19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.

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“…The institutional and disciplinary priorities of foreign language education, which are often framed tightly by and indeed identified through nationalist paradigms and dominant discourses, create certain constraints for more transnational, multilingual, dynamic approaches to literacy and language learning (Diaz, 2013;Hannauer, 2003;Kearney, 2015;Risager, 2007). After all, L2 programs and institutes often market themselves and their languages using linguistic and cultural tropes.…”

Section: Scope and Sequence Of This Special Issuementioning

confidence: 99%

Introduction to the Special Issue

Warner¹,

Michelson²

2018

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Becker once argued that linguistic proficiency is a matter of "an accumulation of prior remembered texts" (1984, p. 435). As literacy has become a key critical term in second language education research in recent years, scholars have become increasingly interested in the role of accumulations of texts not only in linguistic development but in the social and professional life worlds of students and teachers. Language learning involves, to paraphrase Richard Kern's (2000) seminal work on literacy in L2 teaching, the exploration of not only new words, but also new worlds. This includes the linguistic and cultural landscapes of physical worlds, and the rich "social, symbolic and material ecologies" (Thorne, 2012, p. 21) of virtual worlds, as well as the imagined worlds mediated through cultural products and practices including literature, film and television, and gaming. We live, to expand Becker's original sentiment, in and through accumulations of texts and literacy-in the sense that our ever-unfolding histories of engaging with and making sense out of these texts are integral to our contemporary social lives and, consequently, to L2 learning and socialization. This special volume on "Living Literacies" is an addendum to an existing body of work in L2 education that has amassed over the past few decades, which makes a collective case that literacy ought to be a central pedagogical objective for language and culture curricula. This has been a particularly predominant discourse in collegiate foreign language teaching, where the calls for a paradigm shift are often directly coupled with critiques of the bifurcated curricular models that have long shaped foreign language departments (e.g., Allen & Paesani, 2010; Kern, 2000, 2003), though interest in L2 literacy over the past couple of decades has also been associated with broader discussions around advanced linguistic development (e.g.,

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Intercultural Learning in Modern Language Education

Cited by 15 publications

References 0 publications

Innovative Approaches to Teaching and Learning English as Second and English as Foreign Language in Multilingual Education

Innovative Approaches to Teaching and Learning English as Second and English as Foreign Language in Multilingual Education

Intercultural teaching practices in the EFL classroom: The case of non‐elite communities

Introduction to the Special Issue

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